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Elise Breitfeld; Jenny R. Saffran – Child Development, 2024
During word learning moments, toddlers experience labels and objects in particular environments. Do toddlers learn words better when the physical environment creates contrasts between objects with different labels? Thirty-six 21- to 24-month-olds (92% White, 22 female, data collected 8/21-4/22) learned novel words for novel objects presented using…
Descriptors: Language Acquisition, Vocabulary Development, Toddlers, Physical Environment
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Audun Rosslund; Natalia Kartushina; Nora Serres; Julien Mayor – Child Development, 2025
Growing up with multiple siblings might negatively affect language development. This study examined the associations between birth order, sibling characteristics and parent-reported vocabulary size in 6163 Norwegian 8- to 36-month-old children (51.4% female). Results confirmed that birth order was negatively associated with vocabulary, yet…
Descriptors: Family Size, Birth Order, Siblings, Infants
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Sarah C. Creel – Child Development, 2025
How does one assess developmental change when the measures themselves change with development? Most developmental studies of word learning use either looking (infants) or pointing (preschoolers and older). With little empirical evidence of the relationship between the two measures, developmental change is difficult to assess. This paper analyzes…
Descriptors: Preschool Children, Vocabulary Development, Language Acquisition, Accuracy
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Jennie Cusiter; Kate Short; Annabel Webb; Natalie Munro – Child Development, 2025
This meta-analytic review explored the characteristics and effectiveness of combined language (e.g., vocabulary) and code (e.g., phonological awareness) interventions, including synergistic intervention effects for at-risk preschoolers. Data from 29 randomized controlled trials, published before March 2023, reporting on 43 interventions, including…
Descriptors: Emergent Literacy, Meta Analysis, At Risk Students, Preschool Children
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Amanda Saksida; Alan Langus – Child Development, 2024
The account that word learning starts in earnest during the second year of life, when infants have mastered the disambiguation skills, has recently been challenged by evidence that infants during the first year already know many common words. The preliminary ability to rapidly map and disambiguate linguistic labels was tested in Italian-speaking…
Descriptors: Naming, Infants, Cognitive Mapping, Vocabulary Development
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Yasamin Motamedi; Margherita Murgiano; Beata Grzyb; Yan Gu; Viktor Kewenig; Ricarda Brieke; Ed Donnellan; Chloe Marshall; Elizabeth Wonnacott; Pamela Perniss; Gabriella Vigliocco – Child Development, 2024
Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an…
Descriptors: Language Acquisition, Child Development, Cues, Parent Child Relationship
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Elif Dede Yildirim; Cynthia A. Frosch; António J. Santos; Manuela Veríssimo; Kristen Bub; Brian E. Vaughn – Child Development, 2024
Preschool teachers' perceptions about relationships with students (teacher-child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes influence both TCRs and subsequent development? Relations between TCRs and…
Descriptors: Preschool Children, Teacher Student Relationship, Child Development, Preschool Teachers